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INSTITUTION

PUB DATENOTEAVAILABLE FROM

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DOCUMENT RESUME

SO 018 437

McClain, Janet; And OthersElections: An Instructional Unit for ElementaryGrades.University of Northern Iowa, Cedar Falls. MalcolmPrice Lab. School.84120p.; For related document, see SO 018 456.Unit III Products, Price Laboratory School, Univ. ofNorthern Iowa, Cedar Falls, IA 50613 ($20.00).Guides - Classroom Use Materials (For Learner)(051) -- Guides Classroom Use Guides (ForTeachers) (052)

MF01 Plus Postage. PC Not Available from EDRS.*Citizen Participation; Citizen Role; *CitizenshipEducation; Class Activities; Cultural Awareness;*Elections; Elementary Education; InstructionalMaterials; Intermediate Grades; Learning Activities;Legislators; *Political Campaigns; PoliticalCandidates; Presidential Campaigns (United States);Presidents of the United States; Primary Education;Resource Units; Simulation; *Social Studies;Voting

ABSTRACTIn order to increase students' awareness of their

place in the nation's political life, this wait introduces youngchildren to the electoral process. Each lesson includes objectives,materials, procedures, and supplementary materials that can beduplicated for student use. The first five lessons are designed toimprove student awareness of elections and to identify informationsources. In lessons six through eight, students study congressionaland presidential elections and learn about the rich cultural heritagecentered around the District of Columbia. Lesson nine is concernedwith the branches of government. Students evaluate campaignstrategies in lesson 10. The children identify characteristics andresponsibilities of good leaders in lesson 11. In order to understandvoting and political parties, the students carry out a mock electionand identify political parties and their mascots in lessons 12 and13. Inauguration day and the six major roles of the president areemphasized in lessons 14 and 15. Students study the history of thepresidency and identify prominent presidents through creation of apresidential train in lessons 16 and 17. In lesson 18 the studentsgain an appreciation of their national heritage by learning thesymbolism related to the flag. The last four lessons have childrenparticipate in a political rally, vote, and evaluate theirunderstanding of the unit. (SM)

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Reproductions supplied by EDW are the best that can be madefrom the original document.

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INTRODUCTORY LESSONS

The following five lessons

are designed to introduce the unit

on elections and should be done

consecutively.

4

Lesson 1: Unit Introduction: Clipboard

Lesson Objectives:

1. Children will become aware that elections are important.2. Children will become motivated to learn about the electoral process and important candidates.

Materials:

1. Prepare a bulletin board with the caption NEWS IN BRIEF, CLIPBOARD, or WHAT'S IN THE NEWS.Leave space for the display of newspaper clippings.

2. Have a few election- related clippings available.

Lesson Procedure:

1. Direct children's attention to the bulletin board.2. Discuss the fact that election time is here and that newspaper coverage is being given to

the election.3. Pass around a few newspaper clippings. Have the children observe headlines or article titles.4. Discuss key terms focusing attention on the major candidates, their political affiliation,

and major issues.5. Close the lesson by having children place the articles on the board. Encourage them to bring

clippings to school on sesequent days.

11MINNINIII

5 6

.Lesson 2: Question Quest

Lesson Objectives:

1. Children will identify key questions they wish to answer concerning elections.2. Children will identify resources which may be used to answer the questions.

Materials:

Several small slips of paper for each child

Lesson Procedure:

1. Discuss and display any news clippings which children bring in focusing on major candidatesand major issues.

2. Use the discussion to have the children identify other facts they may wish to learn abouttFe candidates, the issues, or the election process in general.

3. Distribute slips of paper to each child and have them write down questions they wish toanswer.

4. After sufficient time has been allowed, ask for volunteers to share their questions. As

children share, ask other children to share questions which might be s:milar in nature.The end result should be a selection of categorized questions which can be duplicated anddistributed to the children.The unedited list below is an exomple of the kinds of questions second- and third-gradestudents asked during a presidential election year.

When is a woman going to be president?How do you vote?Why do you get electeu every four years?What is a Republican and Democrat?Why can't kids vote?Why do we have presidents?What do presidents 6o?How many presidents have there been?

Lesson 2 - continued

Why is there only a few people wanting to be president?Why do you have to live in the White House?Why do they vote?Why do other people run against each other?I would like to know all the presidents; all I know now is Washington, Ford, Nixon,

Lincoln, Adams.Why do we need a president?How do you run for Congress?What's it like being a president?I want to know how they get into this.I would like to know about the way to work a poll.

5. When questions have been collected, discuss sources which might be used to find answers tothe questions.

The following sources would predictably be part of the children's suggestions:encyclopedias interviews with politiciansbooks newspapersfilms radio/T.V.

6. Close the lesson by reminding children to be looking for newspaper articles to bring to school,

8

Lesson 3: Interviewing a Politician: A Source of Information

Lesson Objectives:

1. Children will gain insights into the political process and the steps to winning an election.2. Children will be motivated to learn more about the political process as a result of first-

hand experience with a politician.

Materials:

Copies of student questions for each child

Lesson Procedure:

1. Introduce a visiting politician. (The visit will need to have been arranged in advance, butdiscuss that an interview with a politician was one of the sources which the children identi-fied the previous period when discussing sources of information.)

2. Provide time for the person interviewed to tell about their background and the office towhich they hope to be el*cted.

3. Allow children to ask questions from their question sheets.

4. Following the interview, allow time for children to discuss questions from their sheet whichwere answered, and write down the answers.

5. Share any news clippings brought to school.

Lesson 4: Films: A Source of Information

Lesson Objectives:

1. Children will gain information about the political process.2. Children will be motivated to do further research on the political process.

Materials:

Film or filmstrip related to the electoral process (see Bibliography)

Lesson Procedure:

1. Discuss any new newspaper clippings. Continue to reinforce key pieces of information; i.e.,major candidates, political parties, and issues.

2. Use this discussion as a springboard to tal' about other sources of information, especiallyfilmstrips and films.

3. Introduce the film by highlighting key topics to think about as the film is viewed.4. Following the film, discuss questions which the film helped to answer. Provide the children

with time to write notes on their question sheets.5. Introduce a filmstrip center containing a selection of filmstrips on topics related to the

elections (see Bibliography).

10

1111111110111

Lesson 5: Sample Ballots: A Source of Information

Lesson Objectives:

'. Children will become aware that each state uses a different type of ballot for the election.2. Children will recognize that each state votes for the same presidential candidates but

different representatives and senators.3. Children will participate in writing a letter to be sent to various state Secretaries of

State requesting ballot samples.

Materials:

1. Overhead projector2. Letter sample transparency3. Address transparency4. Handwriting paper5. U.S. wall map6. Sample ballot

Lesson Procedure:

1. Review any news clippings brought to class. Continue to encourage the collection of clippingsin order to focus attention on the campaign issues.

2. Introduce the term "ballot" and discns its meaning. Show an example. (Samples should beavailable from local officials or by writing to the state Secrei:ary of State.)

3. Using a wall map of the United States, aisclss the fact that all 50 states ano the territoriesvote for the same presidential candidates but the local candidates in each state vary, re-sulting in greatly varying ballots in each state.

4. Suggest that it would be possible to write letters to the Secretaries of State in each staterequesting a sample ballot.

5. Using the address sheet and sample letter transparencies, have children write letters.

-"-IImirt.

11 7

(Date)

Dear

I am a student at

School.

My class is studying about elections. We

would like to see your state's ballot. Would you

please send us one?

Thank you.

Sincerely,

ALABAMADon Siegelman, Secretary of

StateState CapitolMontgomery, AL 36130(205)832.3570

ARIZONARose Mofford, Secretary of

StateDept. of StateState Capitol, W. WingPhoenix, AZ 85007(602)255.4285

ARKANSASPaul Riviere, Secretary of

State256 State Capitol Bldg.Little Rock, AR 72201(501)371-1010

CALIFORNIAMarch Fong Eu, Secretary of

State1230 J. St.Sacramento, CA 95814(916)445.6371

COLORADONatalie Meyer, Secretary of

StateDept. of StateSocial Ser. Bldg., 2nd Fl.Deliver, CO 80203(303)866-2761

CONNECTICUTJulia H. Tashjian, Secretary

of StateState Capitol, Rm. 106Hartford, CT ((,106(203)566-4135

DELAWAREGlenn C. Kenton, Secretary of

StateTownsend Bldg.Dover, DE 19901(302)736.4111

FLORIDAGeorge Firestone, Secretary of

StateDept. of StateThe CapitolTallahassee, FL 32301(904)488.3680

GEORGIAMax Cleland, Secretary of

State214 State CapitolAtlanta, GA 30334(404)656 2881

IDAHOPete T. Cenarrusa, Secretary

of StateState CapitolBoise, ID 83720(208)334-2300

ILLINOISJames Edgar, Secretary of

State213 State HouseSpringfield, IL 42706(217)782-2201

INDIANAEdwin J. Simcox, Secretary of

State201 State HouseIndianapolis, IN 46204(317)232.6531

WHERE TO WRITE FOR BALLOTS

IOWAMary Jane Odell, Secretary of

StateCapitol Bldg.Des Moines, IA 50319(515)281-5866

KANSASJack H. Brier, Secretary of

StateState Capitol, 2nd Fl.Topeka, KS 66612(913)296.2236

KENTUCKYDrexell R. Davis, Secretary of

StateState CapitolFrankfort, KY 40601(502)564-3490

LOUISIANAJames H. Brown, Secretary of

StateDept. of StateP.O. Box 44125Baton Rouge, LA 70804(504)342.5710

MAINERodney S. Quinn, Secretary of

StateState Dept.State House, Station #101Augusta, ME 04333(207)289-3501

MARYLANDLorraine Sheehan, Secretary

of StateJeffrey Bldg , Francis St.Annapolis, MD 21401(301)269.3421

MASSACHUSETTSMichael J. Connolly, Secretary

of CommonwealthState House, Rm. 337Boston, MA 02113(617)727.2800

MICHIGANRichard H. Austin, Secretary

of StateDept. of StateTreasury Bldg., 1st Fl.Lansing, MI 48909(517)373-2510

MINNESOTAJoan Growe, Sszetary of

State180 State Off. Bldg.St. Paul, MN 55155(612)296-2079

MISSISSIPPIDick Molpus, Secretary of

State401 Mississippi St.Jackson, MS 39205(601)359-1350

MISSOURIJames C. Kirkpatrick,

Secretary of FateState Capitol, Rm. 209P.O. Box 778Jefferson City MO 65102(314)751-2331

MONTANAJim Waltermire, Secretary of

StateState Capitol, Rm. 202Helena, MT 59620(406)449-2034

NEBRASKAAllen J. Beerrnann, Secretary

of StateP.O. Box 94608State Capitol, # 2300Lincoln, NE 68509-4608(402)471.2554

NFVADAWilliam D. Swackhamer,

Secretary of StateState CapitolCarson City, NV 89710(702)885.5203

NEW HAMPSHIREV illiam Gardner, Secretary of

StateState House, Rm. 204Concord, NH 03301(603)271-3242

NEW JERSEYJane Burgio, Secretary of

StateDept. of StateState HouseTrenton, NJ 0862)(609)292.3790

NEW MEXICOClara P. Jones, Secretary of

StateState CapitolSanta Fe, NM 87503(505)827.3600

NEW YORKGail S. Schaffer, Secretary of

StateDepartment of State162 Washington Ave.Albany, NY 12231(518)474-4750

NORTH CAROLINAThad Eurc, Sccrctary of StateState CapitolRaleigh, NC 27611(919)733-3433

NORTH DAKOTABen Meier, Secretary of StateState Capitol, 1st Fl.Bismarck, ND 58505(701)224-2905

OHIOSherrod Brown, Secretary of

State30 E. Broad St., 14th F.Columbus, OH 432b(614)466.2530

OKLAHOMAJeannette Edmondson,

Secretary of StateState Capitol, Rm. 101Oklahoma City, OK 73105(405)521-3911

OREGONNorma Paulus, Secretary of

State136 State CapitolSalem, OR 97310(503)378-4139

PENNSYLVANIAWilliam R. Davis, Secretary of

StateDepartment of State302 North Office Bldg.Harrisburg, PA 17120(717)787-7630

RHODE ISLANDSusan I.. Farmer, Secretary of

StateState HouseProvidence, RI 02903(401)277-2357

SOUTH CAROLINAJohn Campbell, Secretary of

StateP.O. Box 11350Columbia, SC 29211(803)758-2744

SOUTH DAKOTA(slice Kundert, Secretary of

StateCapitol Bldg., 2nd Fl.Pierre, SD 57501(605)773.3537

TENNESSEEGentry Crowell, Secretary of

StateState CapitolNashville, TN 37219(615)741-2816

TEXASJohn W. Fainter, Secretary of

StateCapitol StationP.O. Box 12887Austin, TX 78711(512)475-2015

VERMONTJames H. Douglas, Secretary

of StatePavilion Office Bldg.Montpelier, VT 05602(802)828-2363

VIRGINIALaurie Naismith, Secretary of

the CommonwealthNinth St. Office Bldg.Richmond, VA 23219(804)786-2441

WASHINGTONRalph Munro, Secretary of

StateLegislative Bldg.Olympia, WA 98504(206)753-7120

WEST VIRGINIAA. James Manchin, Secretary

of State1800 E. Washington St.Bldg. 1Charleston, WV 25305(304)34g.2112

WISCONSINDouglas La Follette, Secretary

of State201 E. Washington Ave.P O. Box 7848Madison, W' 53702(608)266-5801

WYOMINGThyra Thompson, Secretary of

StateState CapitolCheyenne, WY 82002(307)777-7378

PUERTO RICOCarlos S. Quiros, Secretary of

StateDepartment of StateFortaleza St.San Juan, PR 00901(809)725.5969

al

SUPPLEMENTARY MATERIALS

The following sheets may

be used as supplementary materials

to accompany any of the lessons, as

center activities, or in conjunction

with culminating activities.

The flag sheet is designed to

be used with wor( going home after

the first week of the unit.

15

WIZ 777 Agar .14

Dear

00/1110a1001.14IfDidn't we learn a lot about elections

this week? You did a super job asking

questions and discussing information

we found.

More fun next week'.

1,vAggeffer, LIAO' ArArmarelAffe

16

r/ /17 11

CMr-

Words that remind us cf the White House are hidden in the block below.

See if you can find: COLUMNS, MANSION, PORTICO, BANQUET, WING, WHITE,HOUSE, PRESIDENT, OVAL OFFICE, PARTIES, VISITOR, TOUR, EAST ROOM,PASSAGEWAYS, ROSE GAR"rN, GATES, GUARD, FOUNTAINS, EXECUTIVE, HALLS,ROOMS, FLAG, FIRST LADY, WASHINGTON.

BP R ES I DEN T AG AF P F

R D E H A L L S I O Q A O O A I

SESOJBANQUETVUSRI S T U V W X Y Z R A E A N S S

V L Z S P A R T I E S S L T A T

PS X EWHI T E T TUOAGLMANS I 0 N G U A R D F I E A

VI T X N V I S I TOR F N W D

R O S E G A R D E N O P I S A Y

P OR T I C 0 R 0 0 M S C K Y M

R E X ECUT IV EMY EMS°FL AG X P W A S HI N G T ON

18

Mane

01I-

Find the words below in the hidden word puzzle.

L K J A N D E R S 0 N E R U I 0 E S

ASDPOLLCVEUIODKDOPNBVIKDEMOCRATLJTEROWERDLCMIXECRTYSPOUIOPERTX'ECARTERTIMASDHGUIMNVGMAYORXZYSE'NATORCVAHGJIIRSA B U H J K N E X R N I U H G C B E

XCUERGHPRESIDENTMNG OVERNORLPAEOUIYPLTNOTERMEYUWERTPORIAGNOGPTSNBIOFFICEBARBTILAEILBGHUIECALEAISCANDIDATEUMITRSTATEATICAMPAIGNERSMOETRABALLOTSACBSMWARDYTUNBOUSERTLP 0 IUREAINDEPENDENTOWERVOPVEDSAJKLNVCZCBMIPEFUWOAZIEMOT

DISTRICT PRESIDENT PRECINCT OFFICEANDERSON POLL CARTER REAGANMAYOR TERM WARD BALLOTVOTE REPUBLICAN DEMOCRAT CONGRESSREGISTER REPRESENTATIVE CAMPAIGN ELECTIONCANDIDATE INDEPENDENT SENATOR GOVERNOR

STATE

19

Complete the puzzle using the Word List.

Across

3. Highesi: elected official in acity.

5. Every candidate must do thisto win.

6. Highest elected official inthe United States.

9. It is everyone's duty to

10. A president of the United Statesis elected everyyears.

11. A candidate must to

many groups.

12. A candidate running for the office

of president must be at leastyears of age.

Down:

1. A candidate'3 ideas or what hewants to accomplish Is calleda

2. A person must beage to vote.

years of

4. and 8. Two political parties inthe United States.

5. A mayor is an elected officialin every

7. Two of these are elected from eachstate.

campaigneighteenplatformsenators

20

Word List

cityfourpresidentspeakvote

DemocratmayorRepublicanthirty-five

Complete the puzzle using the Word List.

Across

3. Highest elected official in a

city.

5. Every candidate must do thisto win.

6. Highest elected official inthe United States.

9. It is everyone's duty to .

10. A president of the United Statesis elected everyyears.

11. A candidate must to

many groups.

12. A candidate runn.flg for the office

of president must be at leastyears of age.

21

Down:

1. A candidate's ideas or whit hewants to accomplish is calleda.

2. A person must be years ofage to vote.

4. and 8. Two political parties inthe United States.

5. A mayor is an elected officialin every

7. Two of these are elected from eachstate.

campaign

eighteenplatformsenators

Word List

cityfour

presidentspeakvote

DemocratmayorRepublican

thirty-five

INNaMmK,71:0"71MIIIIP

DEVELOPMENTAL LESSONS

The following thirteen lessons

are designed to be used in any order,

and many could be adapted as centers

rather than whole class activities.

22

Lesson 6: Congressional Districts

Lesson Objectives:

1. Children will understand that each state sends two senators to Washington to represent thestate.

2. Children will understand that each state sends various numbers of representatives to Washingtonbased on the state's population.

3. Children will become aware of the person who is running for the representative seat from thedistrict in which they live.

Materials:

1. Transparencies - Number of Representatives From Each State- Your State's Congressional Districts available from the OfficialState Register. (See sanrle of Iowa, p. 20.)

2. Overhead Projector

3. Your state's county map (see sample of Iowa, p. 21).

Lesson Procedure:

1. Discuss news clippings brought to class. Bring clippings which relate to representativeand senatorial races. Use this discussion to bridge into the discussion of congressionaldistricts.

2. Project the transparency, "Number of Representatives From Each State." Discuss the differ-ences between the number (2) of senators from each state and the number of representativesfrom each state.

3. Project the transparency of your state's congressional districts. Locate the districtwhere the children live. Have children observe the number and location of your state'sdistricts.

...I

4. Distribute copies of your state's county map and have children color and number thecongressional districts.

mamma

, 23 24 17

NUMBER OF REPRESENTATIVES FROM EACH STATE

25 26

The numbered outline map of your state,

p. 20, should be used to make a trans-

parency for use with Lesson 6. Each

congressional district should be

colored using permanent magic markers.

The unnumbered outline map of your

state, p. 21, should be used as a master

to run student copias for use with

Lesson 6. The enclosed Iowa maps,

pages 20 and 21, are included as

samples. The Official Register for

your state, available at your library,

will include a congressional district

map of your state.

Transparency MasterSAMPLE

IOWA CONGRESSIONAL DISTRICTS

LYON OSCEOLA DICKINSON

EMMET KOSSUTH

SIOUX dBRIEN CLAY

6PALOALTO

WINNE-BAGO

HANCOCK

WORTH

GORDO

MITCH-ELL

HOWARD

FLOYD CHICK-ASAW

PLYMOUTH CHEROKEE

BUENAVISTA

POCA-HONTAS

HUM-BOLDT

WOODBURY L IDA SACEBSTER

WRIGHT FRANK-LIN

BUTLER BREMER

CAL-HOUN

HARDIN GRUNDYBLACKHAWK

WINNE- 'ALLA-SHIEK MAKEE

E E CLAYT

BUCH- DELAWAREANAN

TAMAMONONA CRAWFORD

DU

BENTON LINN JONESCARROLL GREENE

CEDAR

JACKSO

CL I NTON

SCOTTRRISON SHELBY AUDU-

BON

POTTAWATTA-MIE

28

CASS

MILLS MONT-GOMERY

GUTHRIE

ADAIR

ADAMS

POWE-SHIEK

IOWA JOHNSON

TINEMADISON

UNION

WARREN MARION

CLARKE LUCAS

PAGE TAYLOR RING-GOLD

DECATUR

HASKA KEOKUK WASHINGTON

LOUISA

MONROE

WAYNE ANOOSE

APELLO

DAVIS

JEFFER-SON

HENRYDESMOINES

VANBUREN LEE

29 20

Student Copy Master SAMPLE Name

IOWA CONGRESSIONAL DISTRICTS

OSCEOLA

CiBRIEN

DICKINSON

CLAY

EWAET

PALOALTO

KOSSUTH WINNE-BAGO

HANCOCK

WORTH

GORDO

MI-ELL

TC H

FLOYD

CHERO-KEE

BUENA$!1STA

POCA-HONTAS

HUM-BOLDT

WRIGHT FRANKUN

BUTLER

H($WARD WINNE-SHIEK

CHICK-ASAW

ALLA-MAKEE

BREMER

BUCH-ANAN

MONT-GOMERY

MARION AHASKA

CLARKE LUCAS MONROE WADE' LO JEFFERSON

TAYLOR RING-GOLD

DECATUR WAYNE ANOOSE DAVIS

3031 21

Lesson 7: Becoming President

Lesson Objectives:

1. Children will become aware of the major steps involved in the selection of a President.2. Children will appreciate the hard work involved in the process of moving on he path

toward the White House.

Materials:

Four signs: (see attached sheets) POLITICAL CONVENTIONS THE CAMPAIGNTHE ELECTION THE INAUGURATION

Lesson Procedure:

1. Show the sign which reads "Political Conventions." Ask if anyone knows what a convention is.Discuss what a convention is and relate locations of the major conventions; i.e,, in 1984the Republican Convention was in Dallas, and the Democratic in San Francisco.

2. Show the sign titled "The Inauguration." Discuss the term, noting that January 20 was setfor the inauguration after each residential election and that the inauguratior is theceremony which begins each President's term.

3. Display the sign "The Election." Write the follcwing terms on the board: ballot, votevoting booth, candidate. Discuss how these terms relate to the electoral process.

4. Show the sign The Campaign." Brainstorm various activities which might be part of the cam-paign.

5. Show all four signs and have the children put them in sequence.

32

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.

Lesson 8: Tour Wasnington, D.C.

Lesson Objectives:

1. Children will become acquainted with the major sites in Washington, D.C.2. Children will appreciate the rich cultural and political heritage centered around Washington, D.C.

Materials:

1. Books relating to sites of Washington, D.C. (see Bibliography).2. Maps of Washington- D.C.

Lesson Procedure:

1. Read the book, Washington, C.C., or a similar book to the children, taking special note of theWashington, Jefferson and Lincoln monuments, the White House, and the Capitol and SupremeCourt Builaing.

2. Distribute the maps of Washington, D.C. Have the children locate the Supreme Court Building,circle it, and draw a line west until they come to the Capitol. Have them circle the Capitoland mark their path to the White House. Continue this procedure to locate the Washington,Jefferson and Lincoln Memorials.

40 41

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H ST. HOUSIoQUARE1O '. . fiflQ RAL_ . --osr 111111Ab rnNNATIOMAL,tOFRC Irill

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Lesson 9: Branches of Government

Lesson Objectives:

1. Children will learn the names of the three major branches of our government.2. Children will appreciate the function each plays in our government.

Materials:

1. Three signs cut in half: The President--Carries Out LawsThe Congress--Makes LawsThe Supreme Court--Explains and Interprets Lass

Lesson Procedure:

1. Post the half sheets: The President, The Congress, The Supreme Court2. Discuss the function of each branch of government.

3. Match the half sheets (rakes Laws, Carries Out Laws, Explains and Interprets Laws) to thehalf sheets naming each branch of government.

4. Divide the class into three groups: the executive branch, the legislative branch, and thejudicial branch.

5. Have the legislative branch make a law for the classroom which could be carried out by theexecutive branch. An example might be: Chairs and desks should be neatly arranged.

6. Have the executive branch carry out the lat., after the judicial branch determines that itis "constitutional."

Duplicate and.cut on lines.

LEGISLATIVE BRANCH: THE CONGRESSMAKES LAWS

45 3046

Duplicate and cut on lines

EXECUTIVE BRANCH: THE PRESIDENT

31

Duplicate and cut on lines

JUDICIAL BRANCH: THE SUPREME COURTEXPLAINS AND

INTERPRETS LAWS

49 50

Lesson 10: Campaign Strategy

Lesson Objectives:

1. Children will identify strategies which candidates use during campaigns.

2. Children will evaluate the relative merits of each mode of campaigning.

Materials:

Posters (see attached sheets)

Lessor Procedure:

1. Have children imagine they are running for office.

2. Post the campaign strategy sheets along the top of the board.

3. Have the children brainstorm all the ways they could use each strategy to support their campaign.

List suggestions under each card.4. Have children decide on the three strategies which would cost the most money and circle those.

5. Have them decide on the three strategies which woule be the least expensive and underline those.

6. Discuss the differences between the two groups, notiog that in general the more people you

reach with a given strategy, the more expensive it will be. Example: T.V. time vs. going

door to door.

51 52 33

11r1

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Lesson 11: Leadership Counts

Lesson Objectives:

1. Children will identify characteristics of a good leader.2. Children will appreciate the responsibility a leader has for followers.

Materials:

Blank paper and a pencil for each child

Lesson Procedure:

1. Seat the class on the floor in a circle.2. Play the game "Follow the Leader:" (One person leaves the room. A leader is appointed whodoes hand motions or other body movements. The class follows, while the person who is "it"tries to find out who the leader is.)3. Use this warmup game as a springboard to discuss the fact that a leader is only as good asthe followers.4. Have the children volun4-eer characteristics of a good leader. Try to agree upon six characteristics which a good leader should possess.5. Give each child a piece of blank paper.6. Have each child write down the six characteristics in rank order.7. follow up with a discussion and sharing of children's opinions.

65

Lesson 12: Mascots and Political Parties

L2sson Objectives:

1. Children will associate the proper mascot with the Republican and Democratic parties.2. Children will create their own mascot representing another political party.

Materials:

Worksheet of donkey and elephant.

Lesson Procedure:

1. Write the word "mascot" on the board.2. Ask children to read and define the word. (Have a dictionary available if needed.)

3. Have children list mascots they know. (Example: Miami Dolphins, Chicago Bears, etc.)

4. Distribute the worksheets and label each symbol appropriately.5. Discuss the characteristics of each aoimal.6. Discuss other political parties and the fact that they generally do not have mascots.7. Have the children create their own mascot on the reverse side of their sheet for a political

party of their choice.

66

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45

Lesson 13: Voter Registration

Lesson Objectives:

1. Children will become aware of the voting requirements.2. Children will be registered to vote in the student mock election.

Materials:

1. Registration form2. Transparency of registration form3. Sample ballot(s)

.".711111In

Lesson Procedure:

1. Show sample ballot or ballots to the class. (These should be available through county officesor by writing to the Secretary of State in the state. See Lesson 5.)

2. Discuss what a ballot is.3. Ask what requirements there are for voting. The 26th Amendment to the Constitution grants

voting rights to U.S. citizens who are 18 years or older. The Constitution also allows eachstate to sct other qualifications for voting provided they do not violate other constitu-tional guarantees. Generally there is a 30-day residence requirement and a registrationrequirement plus the age and citizenship qualifications.

4. Following the discussion of voter requirements, project the transparency of the registrationform and proceed to have each child register to vote.

5. Put the forms in alphabetical order and place them in a book to be used on voting day.

6970

46

Last Name

1

First Name

I

Address

1 1 1

I I

Full Middle Name

1 1 1

Street No.

I 1

1 1

Registration Card

City

Social S curi Numbe

II I

Telephone

Iowa 1 1 1

Bi rth date

1

Township

11.1

Month Day Year

I state that I am or will be aneligible elector at any electionat which I attempt to vote and thatall of the information I have givenupon this voter registration formis true. I hereby authorize can-cellation of any prior registrationto vote in this or any other juris-diction where voter registration isnot required. I am aware thatfraudulently registering, r attemp-ting to do so, is a felony underIowa law.

Voter's Signature

Ward Precinct

I 1 I 1

School District.

Senate Dist. Rep. Dist.

I LiQua;ified to Vote inAny Election on orAfter

Date of Registration

71

Deputy Registrar Signature

I r----.II Lesson 14: Inauguration Day

-AM,

Lesson Objectives:

1. Children will understand that there are three major parts to the inauguration day: theceremony at the Capitol, the parade and the inaugural ball.

2. Children will appreciate the symbolic importance of the ceremony on January 20.

1_

Materials:

1. Three title cards: INAUGURAL BALL, INAU ,RAL PARADE, INAUGURAL CEREMONY2. Nine inauguration cards: The Capitol, The President's Speech, The Oath of Office, Marchin4 Bands,

Floats, Streets of Washington, P.C., The White House, Dancing, Personal Invitation3. Three pieces of butcher paper4. Crayons, paint, chalk, etc.

Lesson Procedures:

1. Write the word "inauguration" on the board.2. Discuss the meaning of the term and its association to January 20.3. Post the three title cards: INAUGURAL BALL, INAUGURAL PARADE, INAUGURAL CEREMONY.4. Discuss the chavacteristics of each and put them in their proper sequence (ceremony, parade,

ball).5. Pass out the nine inauguration cards. Have children match each card to the proper title card.

INAUGURAL CEREMONY: INAUGURAL PARADE: INAUGURAL BALL:

The Capitol Marching Bands The White H ',use

The President's Speech Floats Dancing

The Oath of Office Streets of Washington, D.C. Personal Invitation6. When each inauguration card has been placed in the correct category, divide the class into

three groups. Have each group draw a mural of one of the three inaugural events.

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THE CAPITOL

THE PRESIDENT'S SPEECH

SIMM.

THE OATH OF OFFICE

THE WHITE HOUSE

DANCING

PERSONAL INVITATION

79

M RCHING BANDS

FLOATS

STREETS OF WASHINGTON,

80

Lesson 15: The President's Many Roles

Lesson Objectives:

1. Children will be able to identify six variant roles the President must assume.2. Children will appreciate the flexibility required of the President due to the requirements

of the job.

Materials:

1. Transparency listing six roles of the President2. Signs representing the six roles of the President3. Eighteen job cards

Lesson Procedure:

1. Post the six signs on the board.2. Using the transparency, uncover the name of one Presidential role at a time.3. Ask the children to associate the pictures with the roles of the President as they are shown

and discussed (Chief of State, handshake; Chief Executive, White House; Commander-in-Chief,

boat; Chief Diplomat, world Chief Legislator, Capitol; Political Chief, mascots).4. Follow up by having children take turns pulling job cards from a can or box. Have children

categorize each job with the appronriate Presidential role.

0U,

JOBS OF PRESIDENT

1. Chief of State

2. Chief Executive

3. Commander-in-Chief

4. Chief Diplomat

5. Chief Legislator

6. Political Chief

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The Presidentdelivers a speech atthe opening of a new

national park.

The Presidentnominates a new

supreme court judge.

The Presidentsends troops to

Europe.

The Presidentvisits Great Britain whena new Prime Ministr

is elected.

The Presidenthelps someone in his/ herpolitical party to campaign

for reelection.

The Presidentvetoes a bill

passed by Congress.

The Presidentthrows out the first

ball for the beginningof the baseball season.

The Presidentpardons a

convicted criminal.

The Presidentwithdraws troops

from Viet Nam.

The Pr esidenthosts a dinner for a

visiting president fromanother country.

The Presidentchooses the chairperson

for the political partyhe/ she belongs to.

The Presidentdelivers his yearly

State of the Union message.

The Presidentspeaks at a rallylaunching a newcharity drive.

The Presidentorders striking workers

back to work.

The Presidentrequests greater produc-tion of army weapons,.

The Presidentsends help to another

country in need.

The Presidentinfluences his! herPolitical party to

support certain laws.

The Presidentwrites a report aboutthe nation's budget.

KEY

Chief of State:

1. The President delivers a speech at the opening of a new national park.2. The President throws out the first ball for the beginning of the baseball

season.3. The President speaks at a rally launching a new charity drive.

Chief Executive:

1. The President nominates a new supreme court judge.2. The President pardons a convicted criminal.3. The President orders striking workers back to work.

Commander-in-Chief:

1. The President sends troops to Europe.2. The President withdraws troops from Viet Nam.3. The President requests greater production of army weapons.

Chief Diplomat:

1. The President visits Great Britain when a new Prime Minister is 'ected.

2. The President hosts a dinner for a visiting President from another country.3. The President sends help to another country in need.

Chief Legislator:

1. The President vetoes a bill passed by Congress.2. The President delivers his yearly State of the Union message.

3. The President writes a report about the nation's budget.

Political Chief:

1. The President helps someone in his/her political party to campaign for

reele,,tion.

2. The President chooses the chairperson for the political party he/she belongs

to.

3. The President influences his/her political party to support certain laws.

93

Lesson 16: Presidential Train

Lesson Objectives:

1. Children will know the number of Presidents the United States has had.

2. Children will have the opportunity to investigate facts about a past President of their choice.

3. Children will cooperatively create a Presidential train.

Materials:

1. Copy of the boxcar sheet for each child2. One copy of the engine and caboose3. Copy of each Presidential picture sheet

Lesson Procedure:

1. Ask children to name former Presidents of the United States. List their names on the board.2. Introduce the train activity, highlighting the fact that each child will be able to work on

at least one car of the train.3. Initially have each child work on one car. They will cut out the car, write the President's

name, cut out the picture and paste it on the car. If desired, additional information aboutthe President could be added as other cargo, using the pieces of "luggage" provided. It

will be important to encourage the children to use title summaries for important eventsrather than having them attempt to -eport, and post them on the car. If reports are

written, they could be posted under the appropriate car when the train is displayed.

I94

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96

Dates of Term Vice President

Political Party

Major Events

GEORGE WASHINGTON

1789 to 1797

Federalist/Virginia

JAMES MADISON

1809 to 1817

Democratic-Republican

Virginia

ANDREW JACKSON

1829 to 1837

Democrat!South Carolina

JOHN ADAMS

1797 to 1801

Federalist/Massachusetts

JAMES MONROE

1817 to 182E

Democratic-Republican

Virginia

MARTIN VAN BUREN

1837 to 1841

Democrat/New York

THOMAS JEFFERSON

1801 to 1809

Democratic-Republican

Virginia

JOHN QUINCY ADAMS

1825 to 1229

Democratic-Republican

Massachusetts

WILLIAM HENRY HARRISON

1841 (March-April)

Whig/Virginia

JOHN TYLER

1841 to 1845

Whig/Virginia

MILLARD FILLMORE

1850 to 1853

Whig/New York

JAMES K. POLK

1845 to 1849

Democrat/North Carolina

ZACHARY TAYLOR

1849 to 1850

Whig/Virginia

FRANKLIN PIERCE JAMES BUCHANAN

1853 to 1857 1857 to 1861

Democrat/New Hampshire Democrat/Pennsylvani,,

ABRAHAM LINCOLN ANDREW JOHNSON ULYSSES S. GRANT

1861 to 1865 1865 to 1869 1869 to 1877

Republican/Kentucky Democrat*/North Carolina Republican/Ohio

*Andrew Johnson, a Democrat, was elected as Lincoln's Vice President on theNational Union ticket.

RUTHERFORD B. HAYES JAMES A. GARFIELD

1877 to 1881 1881 (March-September)

Republican/Ohio Republican/Ohio

GROVER CLEVELAND

1885 to 1889

Democrat/New Jersey

WILLIAM MCKINLEY

1897 to 1901

Republican/Ohio

BENJAMIN HARRISON

1889 to 1893

Republican/Ohio

THEODORE ROOSEVELT

1901 to 1909

Republican/New York

CHESTER A. AR TiR

1881 to 1885

Republican/Vermont

GROVER CLEVELAND**

1893 to 1897

Democrat/New Jersey

WILLIAM HOWARD TAFT

1909 to 1913

Republican/Ohio

"*Because his second term did not directly follow his first, Grover Cle.veland iscounted as two Presidents.

100

WOODROW WILSON

1913 to 1921

Democrat/Virginia

LHERBERT HOOVER

1929 to 1933

Republican/Iowa

DWIGHT EISENHOWER

1953 to 1961

Republican/Texas

WARREN G. HARDING

1921 to 1923

Republican/Ohio

FRANKLIN D. ROOSEVELT

1933 to 1945

Democrat/New York

JOHN F. KENNEDY

1961 to 1963

Democrat/Massachusetts

101

CALVIN COOLIDGE

1923 to 1929

Republican/Vermont

HARRY S. TRUMAN

1945 to 1953

Democrat/Missouri

LYNDON B. JOHNSON

1963 to 1969

Democrat/Texas

RICHARD M. NIXON

1969 to 1974

Republican/California

RONALD REAGAN

1981 to - -

Republican /Illinois

GERALD R. FORD

1974 to 1977

Republican/Nebraska

AIL

JIMMY CARTER

1977 to 1981

Democrat/Georgia

Lesson 17: Prominent Presidents

Lesson Objectives:

1. Children will identify prominent Presidents of the United States.2. Children will be able to associate certain accomplishments with past Presidents of the

United States.

Materials:

Worksheet "Whose Mug is on the Money?"

Procedure:

1. Open the class period by having the children name as many past presidents as they canwithout the aid of reference material.

2. When they have named all that they can, ask why certain Presidents are widely known whileothers are not. This should lead to the conclusion that Presidents who have particularaccomplishments are better remembered.

3. List major accomplishments of each of the Presidents listed on the board. Relate theaccomplishments to their prominence as Presidents.

4. Discuss how we honor former presidents; i.e., building national monuments 'n their memory,naming buildings, airports, cities, counties, states and schools after them, celebratingtheir birthdays, putting their portraits on stamps and coins.

5. Follow up by passing out the worksheet, "Whose Mug is on the Money?"

Key:

$1 George Washington Penny Abraham Lincoln$5 Abraham Lincoln Nickel Thomas Jefferson$10 Alexander Hamilton Quarter George Washington$20 Andrew Jackson$50 Ulysses S. Grant$100 Benjamin Franklin

103

Whose face is on the

$ 1.00 bill?

$ 5.00 bill?

$ 10.00 bill?

$ 20. 00 bill?

$ 50. 00 bill?

$100.00 bill?

Penny?

Nickel?

104 Quarter?

Name

. WHOSE MUG IS ON THE MONEY?

105

Lesson 18: Flags

Lesson Objectives:

1. The children will become acquainted with the symbolism related to the flag, as well as rulesfor the care of the flag.

2. The children will gain an appreciation for the national heritage symbolized by the flag.

Materials:

1. Reference books related to flags2. Chart paper3. Crossword puzzle worksheet4. Flag cutout worksheet5. Classroom flag

Lesson Procedure:

1. Display reference materials and encourage children to freely browse through materials.2. After children have had an opportunity to examine the flag materials, write the following

terms on the board: red stripes blue rectanglewhite stripes white stars

Have students look at the flag and identify the number in each category.Discuss the significance of the 50 stars and the 13 stripes. Using the reference materials,note that historically the flag has changed each time a state was added to tl."! nation.Also include the symbolism of the colors of the flag: blue-unity, red-courage, white-purity.

3. Discuss the rules for care of the flag. Ask children to offer rules for ca'ing for theflag and tabulate them on the chart paper. The list might include:

A. Keep off the ground.B. Bring the flag in when it is raining.C. Stand when saluting the flag.D. Fold the flag in a special manner when storing it (triangular shape).E. Prevent the flag from being torn.F. Display such that the stars are in the upper right or left corner.

4. Distribute crossword puzzle and flag cutout sheet.

106

Name

Down:

1. What the white stars on theflag stand for.

2. The white stripes stand for theof our hopes and dreams.

4. The blue on our flag standsfor .

Across:

3. The red stripes are on ourflag to stand for theof people in the UnitedStates.

5. There areour flag.

WORD BANK

stars on

courage fifty purity states unity

107

Name

1. What the white stars on theflag stand for.

2. The white stripes stand for theof our hopes and dreams.

4. The blue on our flag standsfor

Across:

3. The red stripes are on ourflag to stand for theof people in the UnitedStates.

5. There areour flag.

WORD BANK

stars on

courage fifty purity states unity 7

108

109

(cut out on this trier.Color around the stars blue.Color every other stripe red starting with the top one.Tape the flag to your straw.Fly your flag on election day.

MIMI MIN MIN SIM NMI 111111111 MI MI MI

110

78

I

CULMINATING ACTIVITIES

The following four lessons

are designed to provide a focused

culmination for the election unit.

It is most desirable

if the pacing of the unit has been planned

so that the children will be voting

the same day 2s the regular election.

111

Lesson 19: Political Rally

Lesson Objectives:

1. Children will become acquainted with patriotic songs of our country.2. Children will sense the excitement of rallying around a common cause and supporting political

candidates.

Materials:

1. Poster paper2. Campaign materials from key candidates3. Markers, glue, scissors

Lesson Procedure:

1. Have each child make a poster supporting one candidate that is running for office.Posters may include printed campaign materials.

2. During the last part of the period, gather the children together to share their postersand to sing patriotic songs

112

Lesson 20: Voting

Lesson Objectives:

1. Children will vote for the candidates of their choice.2. Children will appreciate the democratic process under which our society is governed.

Materials:

1. Registration book (previously created: see Lesson 13)2. Voting booth3. Ballots

Lesson Procedure:

1. At least two children should be assigned to supervise the registration table.2. Children should proceed to the registration table to ensure that they are registered.3. Each child will then proceed to vote for the candidates of his/her choice. (If at all

possible, a simulated voting booth should be created to allow privacy for filling outthe ballot and to simulate as closely as possible the real voting situation.)

Lesson 21: What We Learned

Lesson Objectives:

1. Children will review concepts learned throughout the course of the unit.2. Children will complete the question sheets initiated during Lesson 1.

Materials:

1. Large chart paper2. Marker

Lesson Procedure:

1. Review and complete any items on the question sheets which need to be finished.2. Gather the children together in a circle and have them reflectively consider what they have

learned during tie curse of the unit.3. As children share pie4s of information or concepts learned, write them on the chart paper

under the caption, "Things We Learned About Elections."4. Culminate the lesson by posting the charts around the room.

Listed below are samples of the kinds of responses which might be expected:

A President is elected every four years.The President takes office January 20.There are three major parties: Democrat, Republican, and Independent.Citizens cannot vote until they're 18.years old.You have to be 35 years old to run for President.Candidates campaign for a long time.The way we select a new President is by voting.You have to be a citizen to vote.We learned about the jobs of the President.One of the jobs is the Commander-in-Chief. He's in charge of the military.

He is Party Chief--takes ca-e of his Party.

Another job of the President is Chief Legislator. He makes sure laws are enforced.

The President is Chief Diplomat; that is, he makes speeches and keeps diplomacy.

The President is also Chief Executive.

The Democrats' mascot is the donkey. The Republican's mascot is the elephant.

114

Lesson 22: Quiz

Lesson Objective:

1. The teacher will be able to assess the knowledge gained by each child during the course

of the unit.

Materials:

Quiz sheets for each child ;see attached sheets)

Lesson Procedure:

1. Distribute quiz sheets to children.2. After children have had sufficient time to complete the quiz and quizzes have been collected,

discuss the questions to further clarify any misunderstandings or misconceptions.

115

ELECTION Quiz Name

1. Washington, D.C. is our

National capital

State capital

2. Number the following words in the correct order.

Election

Campaign

Inauguration

Convention

3. Match each of the following branches of government

with the job each does.

The Executive Branch Explains and interprets laws

The Legislative Branch Carries out laws

The Judicial Branch Makes laws

4. To let people know what they looked like, which

campaign strategies might candidates use?

appear on T.V.

speak on a radio talk show

go from house to house

mail letters to voters

5. The 59 white stars on the united States flag represent

the 13 original colonies

the 50 states

the 50 territories116

ELECTION QUIZ 2

6. The President is inaugurated on January 20. This

means the President is

elected

invited

installed into office

7. The age a person must be to vote is

18

32

21

8. The Democratic Party mascot is the

donkey

elephant

monkey

9. The Republican Party mascot is the

donkey

elephant

monkey

10. One of the President's jobs is

Chief Judge

Senator

Chief of State

117

ELECTION QUIZ Name

1. Washington, D.C. is our

X National capital

State capital

2. Number the following words in the correct order.

3 Election

2 Campaign

4 Inauguration

1 Convention

3. Match each of the following branches of governm9nt

with the job each does.

The Executive Branch Explains and interprets laws

The Legislative Branch Carries out laws

The Judicial Branch Makes laws

4. To let people know what they looked like, which

campaign strategies might candidates use?

X appear on T.V.

speak on a radio talk show

X go from house to house

mail letters to voters

5. The 59 white stars on the United States flag represent

the 13 original colonies

X the 59 states

the 50 territories

118

ELECTION QUIZ 2N.co

6. The President is inaugurated on January 20. This

means the President is

elected

invited

X installed into office

7. The age a person must be to vote is

X 18

32

21

8. The Democratic Party mascot is the

X donkey

elephant

monkey

9. The Republican Party mascot is the

donkey

X elephant

monkey

10. One of the President's jobs is

Chief Judge

Senator

X Chief of State

11J

Acheson, Patricia C.

Bibliography

Our Federal Government: How it Works; an Introduction Lo theUnited States. Dodd, 1978.

Election Songs of the United States. Folkways, 1963.

Gray, Lee Learner How We Choose a President; The Election Year, 5th edition.St. Martins, 1980.

Hoopes, Roy Primarit and Conventions. Watts, 1978.

Lindop, Edmund The First Book of Elections. Watts, 1972.

McCague, James The Office of Pres,Jent. Garrard, 1975.

Markun, Patricia Maloney The First Book of Politics. Watts, 1970.

Peterson, Helen S. Electing our Presidents. Garrard, 1970.

Phelan, M. K. Election Day. Crowell, 1967.

fhose Who Represent You (filmstrip). Eye Gate, 1973.

Weingast, David E. We Elect a President. Messner, 1977.

Weiss, Ann E. American Presidency. Messner, 1976.

120